For the person playing, this means reducing the speed of thought, clearer mind and general relaxation.
It is a knowledge that, except for primarily educational purposes, also has a strong therapeutic note, where by directing the thoughts towards the process of playing, the focus of the person with a developmental disability is narrowed and centered. The vibrations produced by music, although inaudible for the player, directly affect the vascular system by sending a perfectly structured sequence of carefully selected music as frequency information to the physical body.
Thus, by offering a significant experience, this method becomes a beautiful therapy and platform for development, proving that physical limitations are indeed relative.
“Renata had the idea for a project called “Violinmusic4all” intended for deaf people to learn to play the violin. She was looking for someone who was willing to try something like this and she contacted the Association. I immediately said – why not?”
– recounts one of the attendants and one of the first involved in the project. For him the vibrating silence and for the rest the recognizable Ode to Joy, played without hearing aids, was commented even by the professional musicians: Prof. Dario Cebic (musician and professor at the music academies in Austria and Italy) and Orest Shourgot (concert master of the Zagreb Philharmonic Orchestra and professor at the Music Academy). Both in shock and disbelief, they confirmed that this was a very well-played piece, which for a period of up to two months of learning was incredible even for a person with perfect hearing.
The “Violinmusic4all” project is based on significant innovation and it represents a methodology of teaching the violin not only to deaf people, but also children and adults with mental and physical disabilities. At the outset, mention should be made of the graduate violinist and professor Renata Novoselec, author of the method and one of the main architects of the project. In her work with deaf people and those with developmental disabilities, Renata has significantly enriched their possibilities with regard to an almost contradictory activity – playing music.
Playing the violin has always been one of the activities reserved for someone else: professors, musicians, students of music schools and faculties. Learning started at the earliest age and, naturally, it was implied that the person had an ear for music.
With this innovation, the violin ceases to be an impossible luxury for the deaf, and the only prerequisite is the desire for knowledge instead of having an ear for music.
“It is revolution in world of music and in world of deaf people” —Thomas Sanderling, famous German conductor